Interpreting- Reflections on Day 3

16 Jan
Blindfolds and icy trails are a great way to build trust, and it definitely established some new bonds at the Field Station. After separating into four groups of four, one person lead their three blindfolded group mates through the snowy trails to the best of their abilities. Using only our voices and a rope to keep the group together, we all struggled to keep our peers from sliding down hills of ice and walking into trees. Throughout this activity we learned that most (but not all!) of us can direct each other quite well, and that it involves a lot of laughter and more than a few startled exclamations of “oh no!” Starting off the morning by stumbling around in the snow really allowed us to tune in to our senses, and helped to strengthen the class’s sense of community in a fun and engaged manner.
-Liz Nagy, ‘18
In the afternoon, we started brainstorming for when the 6th graders arrive on Friday. The group divided into two groups based on what they wanted to focus on: the Homestead in the woods, with activities to and from on the trails, and the Station. At the MacLeish Field Station, kids can learn about the Living Building Challenge and do actives including looking at the composting toilets, Weather Grams, and reflecting on what they learned with us. We can’t wait to have the 6th graders come on Friday!
-Laura Krok-Horton
As a reflection exercise, the class all took 10 minutes today between activities to just go outside, spread out in all directions, and experience being out in the woods alone. One option was to create a sound map, using your location as the center of a radius and visually recording the sounds around us based on distance. It was a useful exercise to simply appreciate the opportunity we have to enjoy a place like the field station, which is a privilege many people don’t get. It also allowed me to understand even more what we had learned the previous day in class–that this area we may perceive as a wilderness is not fact so far removed. You can hear the hum of cars, the revving of a motor, and even the crunch of the rest of the class’ feet in the snow. However, as someone who grew up in a city, I also enjoyed hearing a relative silence; the trees were quiet, the birds were distant, and the loudest sound around me was the rustling of my coat. My own contribution to the sounds around me is not something I often think about, and something I am eager to see the 6th graders think about.
– Catherine Campbell-Orrock

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